This independent study course is designed to assist administrative credential candidates who did not pass one or more of the Administrator Performance Assessments (APA) to revise and resubmit their APA task. In this course candidate's areas of concern are identified and support is provided to the candidate in an effort to promote successful revision of the exam and passage of the specific APA. Graded on a credit, no-credit basis. Prerequisites: Open only to EDAD majors or permission of Program Director. May be repeated up to a maximum of 6 units.

This course prepares educational leaders to facilitate the development and implementation of a shared vision of learning and growth for all students. Candidates learn various leadership models applicable to working within the educational system and with diverse stakeholders in the planning, decision-making, and change processes necessary to form and implement a shared vision. Candidates begin developing a plan to implement a collective vision that uses multiple measures of data and focuses on improving a real-world gap in student achievement or well-being. Prerequisites: Concurrent enrollment in EDAD 6830 or permission of Program Director.

This course prepares educational leaders to shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth. Candidates learn theories and models of the role of the instructional leader in using standards and frameworks to guide, support, and monitor teaching and learning. Candidates apply research-based principles of adult learning theory and understanding of how teachers develop to create performance expectations, align instructional and support practices, and focus on providing equitable learning opportunities so all students are prepared for college and career. Prerequisites: Concurrent enrollment in EDAD 6830 or permission of Program Director.

This course prepares educational leaders to manage a school organization that cultivates a safe and productive learning and working environment. Candidates learn to recognize and address biases and inequities within the educational system that can negatively impact staff and students. Emphasis is placed on day-to-day and long-term management strategies that form a foundation for staff and student health, safety, academic learning, and well-being. Legal, ethical, and practical factors of budgeting, staffing, and student discipline are addressed. Prerequisites: Concurrent enrollment in EDAD 6840 or permission of Program Director.

This course prepares educational leaders to collaborate with families and other stakeholders in addressing diverse student and community interests and mobilizing community resources. Candidates learn to engage families in education and school activities and understand the benefits of and regulations pertaining to their involvement. The range of family and community perspectives and, where appropriate, use of facilitation skills to assist individuals and groups in reaching consensus on key issues that affect student learning, safety, and well-being are addressed. Prerequisites: Concurrent enrollment in EDAD 6840 or permission of Program Director.

This course prepares educational leaders to make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard. Candidates learn techniques to regularly review and reflect on their performance and consider how their actions affect others and influence progress toward school goals. Candidates develop skill in using professional influence with staff, students, and community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. Prerequisites: Concurrent enrollment in EDAD 6830 or permission of Program Director.

This course prepares educational leaders to understand, apply, and influence for continuous improvement political, social, economic, legal and cultural contexts affecting education. Candidates gain awareness of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. Future leaders develop understanding and skill as the spokesperson for the school's accomplishments and needs. Prerequisite: Concurrent enrollment in EDAD 6840 or permission of Program Director.

This course is intended for students to explore and reflect on school leadership practices and to develop an understanding of best practices that lead to student academic success.

This course prepares students for actual job performance in school leadership work. Students will practice essential leadership skills aligned with the California Administrator Performance Assessment (CalAPA) expectations of data analysis, facilitating a community of practice, and instructional coaching. Students also develop understanding of how the California Administrator Performance Expectations (CAPEs) and related research-based theories and practices are applied at schools through supervised leadership participation in school activities, functions, and events. Graded on a credit, no-credit basis. Prerequisites: Concurrent enrollment in EDAD 6100, EDAD 6200, and EDAD 6500 or permission of Program Director.

This course prepares students for actual job performance in school leadership work. Students will practice essential leadership work. Students will practice essential leadership skills aligned with the California Administrator Performance Assessment (CalAPA) expectations of data analysis, facilitating a community of practice, and instructional coaching. Students also develop understanding of how the California Administrator Performance Expectations (CAPEs) and related research-based theories and practices are applied at schools through supervised leadership participation in school activities, functions, and events. Graded on a credit, no-credit basis. Prerequisites: Concurrent enrollment in EDAD 6300, EDAD 6400, and EDAD 6600 or permission of Program Director.

Candidates will refine their understanding of the field of educational leadership by employing systematic approaches to rigorous academic investigation. Drawing on the extant literature related to a problem of practice, candidates will provide evidence-based insights and implications for school improvement. Prerequisites: Program approval is required to register for this course; concurrent enrollment in EDRS 6600, 6610 or permission of Program Director.

Graduate students who have completed the majority of their coursework but have not completed their culminating experience or thesis may enroll in this 0-unit course for the purpose of maintaining continuous enrollment. Prerequisite: approval of the Program Coordinator.